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JFS Year 9 CurriculumOverview

2019-20

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Contents PageIntroduction 2

Accelerated Reader 3

Art 5

Computing 7

Design and Technology 9

English 11

French 13

Geography 16

History 19

Ivrit (Including Yesh Va’Yesh) 22

Jewish Studies 25

Mathematics 30

Music 32

Physical Education YES 33

Science 35

Spanish 37

Dear Parent/Carer

This booklet provides you with details of the curriculum that your son / daughter will follow in Year 9 at JFS. It will allow you to help them plan their studies and revision, and gives you suggested examples of wider reading and extension activities to try at home. The equipment which your son / daughter will need is indicated, along with some ways in which parents can help students with their studies.

Please do not hesitate to contact me should you have any questions about the school’s curriculum as a whole and individual teachers or Heads of Subject/Faculty if your queries are subject specific. They can be contacted using the email addresses which are in the ‘Contacting Staff’ section of the school’s website.

I hope that you will find this information useful. Kindest Regards

Anna JosephAssistant Headteacher – Teaching and Learning ([email protected])

Accelerated Reader

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What is Accelerated Reader?

AR is a programme that will first assess a student’s reading level (or ZPD) and then improve this level as they take quizzes on books they have read. It is designed to be a fun way for students to assess their own reading and will provide data on their reading patterns and improvement.

Reading Levels/ZPD

Reading Levels (sometimes called ZPD by the Accelerated Reader system) are not a reading age. Students will be given two numbers and they should be reading books that fall in between those two numbers which is where they will be most comfortable reading and answering quizzes. Students should begin by reading books from the bottom of their reading level as this will make it easier to answer quizzes and build up their confidence. Students have been given a card with their reading levels on and will be reissued this card at the beginning of every term as they improve.

Accelerated Reader Quizzes

AR currently have approximately 28,000 reading quizzes to take which students should do as close to finishing their book as possible. These quizzes comprise of between 5 and 20 questions (depending on the length of the book) and will be on events from the book (because of the questions that are asked, students will not be able to pass quizzes if they have only seen the film). Students must get 60% or more in order to pass the quiz, if they do not pass the quiz it will lock and cannot be taken again from that student’s account.

Quizzes can only be completed in school and not at home – this is to eliminate the possibility of parental help in completing quizzes; they should only ever be answered by the student who is logged into the system.

What happens when a student finishes a book?

Quizzes should be taken as close to finishing the book as possible on the teacher computer in their tutor base or English classroom. Alternatively, students can be sent down to the LRC with a note or told to take the quiz in their own time at break time or lunchtime

Students click on the desktop icon called ‘Accelerated Reader’ and click ‘I am a student’. They will be prompted to enter their username and password

On the home page, they will click on the orange button that says ‘Accelerated Reader’ and type in the name of the book they are reading (if they are reading a book from the LRC, it will have a sticker inside the cover which alternatively has a quiz number that they can also type)

Students then indicate if they read the book on their own, read it with help or was read to and then they begin the quiz

The quiz must be done in one session, their progress will not be saved and if they do not complete it, the quiz will be locked (if a student genuinely was not able to complete the quiz due to time restraints, send them to the LRC and it can be unlocked in special circumstances).

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Students will be given a score at the end of the quiz and a list of the questions they got right and wrong. If they scored less than 60%, the quiz will not count towards their total points on the system. Students will also be given a TOPS report that they print to show parents and teachers how well they did on the quiz and also how they are progressing. (If students cannot print out the TOPS report immediately, they will be able to do this at a later date)

After a quiz has been completed – how do students choose their next book?

Once students have completed a quiz, they should be starting another book straight away. If they struggled with their previous book and quiz, they should choose something that has a lower Reading Level or if they found the process a little too easy, they should be choosing something more challenging.

To pick a book that has a suitable reading level, students should click on the desktop icon called ‘AR Book Finder’.

They should then insert the code ‘LE489386’ into the ‘Enter Keycode’ box on the left hand side of the page (this code will be added to all of the AR posters in tutor bases and English departments as well as the LRC). This will give them a list of books that the LRC holds that have quizzes attached to them.

They should then click on ‘Advanced Search’ and type in the book level they are searching for (the same numbers as their reading level).

Students can also search under genre, topic and book title/author if they want to check the book level of specific titles

The catalogue will show students what the specific book level is (BL) and how many points they will get if they pass the quiz.

If students have found a book on the system but it says that it is not in the LRC, send them down and we are always happy to consider buying the book

Please continue to ask students what they are reading. If they are taking a long time to finish a book or seem to be struggling, they should choose a book within their reading level

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ArtCurriculum Content Assessment

Topic One (September – December)

A Different Perspective Painting/mixed media. Explore ideas and techniques used by artists to

describe space and places. Build on their recording skills developed in year

7 and 8 and use their research to develop an imaginative composition which explores and manipulates space, and, possibly figures within spaces.

Manipulate their compositions by combining viewpoints and by experimenting with perspective.

Learn how space has been created in differentperiods of Art.

Students will be expected to plan a composition using their research. They will be expected to develop and refine their ideas into a coherent outcome which demonstrates an imaginative and personal response to the theme.Students will be assessed against four criteria:

- Developing ideas

- Experimenting with materials

- Recording- Final piece.

Topic Two (January – April)

Changing your style Explore contemporary design and the ways in

which artists take ideas from the work of others and synthesise these into new creative forms.

Look at different design movements and their impact on objects and the environment.

Explore ideas in a range of studies related to an aspect of design.

Select ideas and develop a final three dimensional piece based on a theme related toa contemporary designer or design movement.

Topic Three(May – July)

Public Art Personal places, Public Spaces-Three

Dimensional/mixed media project. Examine different examples of Public Art

and the way they represent beliefs, values and ideas.

Why do Artists make Public Art? Identifying different examples of Public Art. Students will be introduced to the theme of

the holocaust by examining artists’ responses. They will investigate aspects of the holocaust and use their research to create a personal response. They will explore a variety of techniques associated with work in mixed media in order to createtheir ideas.

Extra-curricular Activities Key stage 3 Art ClubShow My Homework: Students will be set the following tasks on SMHW for each topic in geography.

Homework will be set regularly and will be directly related to developing the skills and understanding needed to make progress at each stage of the unit. Homework can include drawing tasks, collecting information, responding to art work,developing ideas through research, evaluations.

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Equipment and Books Studentsneed:

- -Pencil including a 2 B pencil for drawing- Ruler- Pritt stick- Scissors

Useful websites: - Websites of major galleries-National Gallery, Victoria and Albert, Tate Modern and Tate Britain, National PortraitGallery, Royal Academy

Parents/Guardians can help their child by:

- Helping students to make sure that they have the correct materials for homework.

- Providing some brushes for homework tasks.Who can I contact? Subject Leader for Art Mr P Rogers

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ComputingCurriculum Content Assessment

Topic 1 VBA programming Learning how to use VBA to customise

off the shelf software. Creation of a hyperlinked quiz. Development of an interactive scoring

system using If-Then-Else loops. Creation of a role playing game

utilising VBA functions learnt.

Review and self-evaluation. Evaluation of completed activities. End of topic assessment.

Topic 2 Text based programming with Python Introduction to Python, Visual

Studio and Codeskulptor. Activities undertaken to develop

understanding of value and types. Skill development to include

concatenation of strings, random libraries and conditions.

Creation of role playing game in Python.


Topic 3 Algorithms Students learn about well-known algorithms to

complete simple tasks. They understand how algorithms are used in every day computing.

Bubble sort and insertion sort. Linear Search and Binary Search.


Topic 4 Logic Gates Students learn how computers make

decisions at the very basic level. Introduction to Logic Gates. Creating Logic gates. Using Truth Tables


Topic 5 Business Design Students undertake a unit on the use

of IT in the design and organisation of a business.

The unit concentrates on the IT skills required.

Customer Research. Logo Design. Advert Design. Website Design

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Show My Homework: Students will be set the following tasks on SMH foreach topic in Computing.

- Homework task for each activity.- Review of each unit.- Self-evaluation of each unit.

Equipment and Books Students need:

- Full pencil case – Blue/black pen, green pen, pencil, ruler, ruler, colour pencils, calculator.

Challenge and access sheet: All lesson resources including access, challenge and enrichment resources are saved on the student documents.

Useful websites: - https://www.thinkyouknow.co.uk/parents - http://www.learnpython.org - http://codeskulptor.org


- Support students in the research required for individual unit tasks.- All class and homework resources are saved on the student central resource

library that can be checked at home. Please encourage them to finish complete all lesson tasks if they have been away.

- Please use Show My Homework to catch up on homework that has been set.

- Discuss Computing related topics that occur in the news.

Who can I contact? Subject Leader for Computing Mr West

Teachers of Year 9 Computing Mr West Mr Miguez Mr Waring

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Year 9 Foundation Course

Students are given the opportunity to specialise in one of our three focus areas of Product Design, Food Preparation & Nutrition or Fashion & Textiles and follow a more in-depth one year ‘foundation’ course in preparation for their Ks4 studies.

Course Content AssessmentProduct Design Design and Make Activities (DMAs) Students

will follow the creative design process in order to develop and manufacture a high quality product, including;

Product analysis of existing relevant products,

Design and development (including 3Dsketch modelling),

Manufacture of a high quality product demonstrating attention to detail and accuracy,

Evaluation and reflection on the design process, final product and areas for further development.

Focussed Practical Tasks (FPTs)Students will develop a wide range of specific practical skills in order for them to manufacture high quality outcomes. Students must be able to competently ‘make what theydesign’.

Each project will be assessed using assessment for learning (AfL) strategies including teacher, peer and self- assessment.

All work will be graded using the DT marking criteria which rewards both achievement and a student’s attitude to learning.

Food Preparation and Nutrition

Students build upon the knowledge, understanding and practical skills from their Year 8 studies,

The macro-nutrients in our bodies: The chemical and functional properties of

ingredients, focusing on fats, proteins and carbohydrates

Conduct experiments to demonstrate their understanding of how specific ingredients work.

Demonstrate their ability to prepare low/medium/high level skilled dishes.

Assessment of more complex practical activities, including;

Carrying out science experiments to demonstrate the working characteristics, functional and chemical properties of ingredients.

Application of food preparation skills to demonstrate their ability to prepare low/medium/high level skilled dishes

All work will be graded using the DT marking criteria which rewards both achievement and a student’s mindset to learning.

Fashion and Textiles Students in year 9 will build on their skills and knowledge from year 7&8. Designed as a foundation course, the year 9 Fashion & Textiles course will prepare students for study in KS4.

AutumnTerm

Each project will be assessed using assessment for learning (AfL) strategies including teacher, peer and self- assessment.

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Unit: Introducing Basic SkillsSeries of practical technical tasks, focussing on Health and Safety, Sewing Machine “driving tests” and development of basic domestic and industrial techniques.Developing creativity within a Fashion and Textiles context.

Spring TermUnit: Fashion Design & Pattern Cutting for BeginnersDeveloping skills as a Fashion Designer, including contextual research, design sketches, illustration, digital design, designing to a specific brief.Covering all of the essential pattern cutting skills in order to manufacture a simple garment.

Summer TermUnit: Fashion GarmentDesign and make activity (DMA) applying all skills introduced in previous two terms.Students will make a Fashion garment of their choice following a creative design brief.

All work will be graded using the DT marking criteria which rewards both achievement and a student’s attitude to learning.

Extra-curricular Activities

The school workshops and food areas are open at break andlunchtimes for any student wishing to complete individual projects in consultation with the subject leader for DT.

Show My Homework: Each project has an accompanying homework booklet consisting of a series of related homework tasks and extension tasks. This booklet will be issued electronically for students to complete, print out andhand in when requested.


Whilst the department endeavours to provide all materials and ingredients for DT activities, occasionally it may be necessary for students to provide their own. DT staff will advise parents in advance of any such lesson.

DT units are completed in specialist A4 booklets. Students should have their full pencil case, including; Blue/black pen, green pen,

pencil, ruler, ruler, colour pencils, calculator.Useful websites Technology Student (www.technologystudent.com) and BBC Bitesize

(www.bbc.co.uk/education) information on a wide range of DT topics. www.foodafactoflife.org.uk and www.nutrition.org.uk for Food related topics

Parents/Guardians can help their child by

Visiting design museums and exhibitions in London. Preparing and eating healthy food together as a family.

Who can I contact? Subject Leader for DTPost-16 co-ordinator for FoodKS4 co-ordinator for FoodTeacher of Fashion and Textiles

Mr AttwoodMrs MooreMs ConnollyMs Turville

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English Curriculum Content Assessment – All assessments will followthe GCSE format for examinations

Topic 1(September – December)

A Christmas Carol A study of the novel,

including themes, characters, context, language and structure.

Opportunities for creative writing tasks, English language tasks and poetry linked to the novel.

Summative - Reading Assessment: Extract-based assessment question,

focused on the writer’s methods.

Formative Assessments: A creative writing task linked to one of the

characters from the novel. Language analysis based on thematic or

character study of the novella x2.

Topic 2(January – March)

English Language Paper One

A study of the range of skills required to access the reading and writing section of English Language Paper 1.

Developing the skills of analysing a literature fiction text.

An opportunity to develop descriptive/narrative writing skills.

Summative - Reading Assessment: Fiction literature extract answering Section

A of Paper 1 - questions 1 to 4Formative Assessments:

A piece of descriptive writing based on an image provided.

A piece of narrative writing. Focus on question2/3/4 of Section A.

Topic 3(April - July)

Macbeth A study of the play,

including context, language and structure.

An indepth focus on the characters and themes of the play.

End of year exam: Literature

An exam-style question focused on an extract from A Christmas Carol.

LanguageNarrative/Descriptive writing task based on Section A of English Language Paper 1.

Formative Assessments: Exam-style questions focused on an extract

from Macbeth.

http://en.wikipedia.org/wiki/A_Christmas_Carol

http://filestore.aqa.org.uk/resources/english/specifications/AQA-8700-SP-2015.PDF

http://nfs.sparknotes.com/macbeth/

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Show My Homework: Each unit of work will be accompanied by a reading homework as well as other tasks. These will include an assortment of tasks based on previous and current units of work. Additional homework tasks may be set by class teachersvia Show My Homework during the half terms.


- Class exercise book and English folder- Full pencil case – Blue/black pen, green pen, pencil, ruler, ruler,

colour pencils.- Textbooks being studied

Useful websites: BBC Bitesize (www.bbc.co.uk/education)


- Reading with their child regularly/ discussing books/ reading material

- Commenting in students reading log- Supporting them with completing homework project tasks

Who can I contact? Subject Leader for EnglishKS4 Coordinator for English

Ms RajpersadMrs Heywood

http://www.bbc.co.uk/education

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FrenchCurriculum Content Assessment

Topic 1 (September – October)

Ma vie sociale d’ado (Module 1)

Social media – using present tense verbs. Give your opinion of someone - using

direct object pronouns. Making arrangements to go out –

near future tense. Describing a night out – using the perfect

tense. Describing a music event – using 3

tenses together

- Vocabulary tests scores out of 10.

Topic 2 (November – December))

Bien dans sa peau (Module 2)

Parts of the body – using à + the definite article.

Sports – using il faut. Healthy eating – using the future tense. Making plans to get fit. Describing levels of fitness – using

3 tenses.


- End of unit 1 and 2 assessments:- Reading.- Translation.- Speaking.

Topic 3 (January- Mid February)

À l’horizon (Module 3)

Describing jobs – masculine and feminine nouns.

Talking about learning languages – using modal verbs

Saying what you used to do – imperfect tense.

Discussing your future and your past – using future and imperfect tenses together.

Talk about jobs – using a range of tenses


Topic 4(Mid February- April)

Spécial vacances (Module 4)

Discussing holidays – asking questions Adventure holidays – using the

conditional. What you take on holiday – reflexive

verbs. Describing a past holiday – using

different tenses in the past Tourist attractions – emphatic pronouns


- End of unit 3 and 4 assessments:- Listening.- Writing.- Translation.

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Topic 5(May- July)

Moi dans le monde (Module 5)

What you’re allowed to do – using avoir expressions.

Discussing what’s important for you – direct object pronouns.

Talking about buying things – using si with complex sentences.

What makes you happy.


- End of Year assessments for Modules 1, 2, 3, 4 and 5: :

- Writing.- Translation.- Reading.- Speaking.

Show My Homework: Students will be set a variety of tasks on SMH for each topic in French:

- Regular revision of vocabulary on www.memrise.com (Pupils create their own account and accrue points)

- Regular vocabulary tests- Written accounts- Translations- Reading comprehension- Grammar exercises and revision of grammar


- Class exercise book- Text book- French dictionary (pocket-size is fine) is compulsory- Full pencil case – Blue/black pen, green pen, pencil, ruler, rubber,

coloured pencils, glue.Useful websites: - www.memrise.com

- www.languagesonline.org.uk - www.duolingo.com - www.quizlet.com - www.bbc.co.uk/languages


- Work out a weekly vocabulary revision timetable- Supervision of regular revision on www.memrise.com- Encourage students to make flashcards to revise vocabulary- Ensure that students use useful websites- Check that students have read and responded to teacher- Feedback

Who can I contact? Subject Leader for MFL Mr D Sonenfeld

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GeographyCurriculum Content Assessment

Topic 1 (September – November)

Globalisation of World Trade How does the world trade system and

capitalism work? How has modern trade affected development levels?

The Economic Miracle – how did China join the world trade system?

What are the environmental challenges and human costs for China?

India - Booming Bangalore. India – those left behind: rural poverty and

urban slums.

- Place knowledge homework fact file on China and India.

- Essay: To what extent has global trade benefitted China?

- Skills: Box plot graphs & analysis.

Topic 2 (December - February)

Awesome Ice How has the pattern of the Earth’s Ice

changed over time? Causes of Natural Climate Change. The Physical Geography of the Arctic Circle

and the Antarctic Continent. Human Geography of the Arctic Circle -

Indigenous communities in Russia. How to glacial processes create

mountain landforms? How does climate change affect ice?

- Place knowledge homework fact file on the Arctic Circle countries including Russia.

- Essay: To what extent are glacial landscapes formed by natural processes?

- Skills: Using ARCGIS to construct a glacial cross section.

Topic 3(March - May)

Black Gold - Resources What are fossil fuels and how do we use

them? Where are resource producers and

consumers? How has the export of resources benefits

and brought problems to resource countries (Focus in on Russia, OPEC – Saudi Arabia and UAE)?

What is the future of energy use and energy security? (BAU, multi energy solutions and radical approaches).

- Place knowledge homework fact file Russia and The Middle East.

- Essay: To what extent will the world continue to be energy secure?

- Skills: Creating a mapped proportional flow chart.

Topic 4(April - July)

Exciting Cities How has urbanisation rates changed

around the world? What are formal and informal

economies? What are slums? Why has there been poverty in inner

urban areas in developed world countries? Regeneration projects & gentrification

– Sports-led, IT led (Silicon Roundabout – Old St, London).

- Essay: To what extent are regeneration projects a success?

- Skills: Mapping census data e.g. Index of deprivation on ARCGIS.

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Show My Homework: Students will be set the following tasks on SMH foreach topic in geography.

Title page and initial topic research, surprise me! (creative HW), place knowledge fact file, essay preparation, research HW - geography in the news, vocab and meaning quiz, spelling quiz, atlasquiz.


- Green class exercise book- Assessment book issued to each student (kept at school until the end of

the year)- Philip's Modern School Atlas (students can keep this at home).- Full pencil case – Blue/black pen, green pen, pencil, ruler, ruler, colour

pencils, calculator.

Challenge and access sheet – all lesson resources including access, challenge and enrichment resources are saved on the geography ‘One Drive’ (link on SMHW posts)

- Geography lessons and assessment have ‘help’ ACCESS sheets to provide sentence starters and word bank.

- Each lesson has a challenge reading and task to support students move up to the grade 7.

- Each topic has a list of enrichment resources designed to enthuse and push your understanding beyond the curriculum!

Useful websites: - OS map skills website: http://digimapforschools.edina.ac.uk/ (username and password given out in lessons)

- GIS - https://www.arcgis.com/home/index.html- http://storymaps.arcgis.com/en/ - http://mapmaker.nationalgeographic.org/


- Read through class book and help student fill in self-assessment on student topic guides as part of weekly homework, helping students review their work and reflect on what they have understood.

- Practice learning words from each topic glossary- When students complete surprise me homework, ensure students have

read through class work. If work is missing see geography ‘one drive’ for lesson resources (link on SMHW).

- Talking about geography issues in the news to engage students with real life geography topics.

- Please encourage students to really read teacher targets carefully and support them work on this for the next homework.

- Places to visit – ‘Energy’ gallery at the Science Museum, Natural History Museum, Museum of London Docklands, Visits to London’s recent regeneration projects such as KingsCross, Queen Elizabeth Olympic Park or Wembley Stadium.

- Try and actively use atlases and maps with them in every day conversations e.g. on holiday and around London to progress students sense of place e.g. researching on the OS website

Who can I contact? Subject Leader for Geography Mrs Williams

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History Big Question:How did political ideologies affect people's lives in Britain and the world in the 20th century?Curriculum Content Assessment

Topic 1(September-October)

Were the Suffragettes their own worst enemy?

The arguments around female suffrage.

Suffragists & the emergence of the Suffragettes.

Tactics of the Suffragettes. Women & WW1. Reasons why women got the

vote.

- In class: Source based & interpretation focused.

Topic 2(October-December)

The Great War 2 bullets and 20 million deaths…why

did one assassination lead to world war?

What was different about the ‘Great War’?

Was Haig really the ‘Butcher of the Somme’?

- In class: Source based & interpretation focused.

Topic 3(January- March)

‘The war to end all wars’ but why didn’t the peace last?

Treaty of Versailles & the German reaction.

Rise of Hitler. Causes of WW2

- Assessed homework: Versailles cartoon & analysis.

- Homework essay: How far do you agree that the Nazis came to power in 1933 due to the actions of Hitler?

- Class essay: Causes of World War Two.

Topic 4April-May

How could the Holocaust have happened?

What was life like as a European Jew in the interwar years?

History of anti-Semitism. Nazi policies & how they radicalised. German reaction. Jewish resistance. Could the Allies have done

more?

- Concept map.

Topic 5(May-June)

What was the turning point of WW2? An overview of the key battles.

- Independent research project on the significance of a WW2 battle.

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Topic 6(June-July)

To what extent was the Civil Rights Movement effective?

The experience of BlackTo what extent was the Civil Rights Movement effective?

The experience of Black Americans in the Deep South. Montgomery Bus Boycott. Little Rock. Martin Luther King Jnr. & direct

action. Black Power

- Essay: How effective was the Civil RightsMovement?

Show My Homework: Students will be set a range of homework on SMHW for each topic inhistory.

- The homework tasks will vary for each historical enquiry (topic).- Some homework will prepare directly for the assessment tasks.- Assessed homework tasks will be identified to students in advance.

Equipment and Books Students need:- Purple exercise book – assessments & feedback sheets should be secured inthese

- Full pencil case – Blue/black pen, green pen, pencil, ruler, ruler, colour pencils, scissors & glue, calculator.

- USB stickUseful websites: - http://spartacus-educational.com/ Good for factual information.

- http://www.bbc.co.uk/education/subjects/zk26n39 Good for concise factualdetail.

- http://www.nationalarchives.gov.uk/education/focuson/film/film -archive/ A range of short video clips.

- https://www.youtube.com/results?search_query=crash+course+h istory Short videos providing engaging introductions to a range of historical topics.

Parents/Guardians can help their child by:History exercise books – Encourage them to read back through their lessons to identify anything they are still unclear of. They should look this up on the websites Spartacus Educational or BBC History, if they still do not understand encourage them to make a note in their exercise book to ask their teacher. Encourage them to go to the LCR or local library & select a book to read on the topic they are studyingRevision techniques – Encourage them to revise content- Mind maps for the topic studying- Learn key concepts/terms & spellings for each topic- Create a timeline of the key events studied so far it would be

useful to add in key figures/leaders this will help their chronological understanding

Lesson resources for review and when students are away ill – If absence please remind them to seek out work missed from their teacher – teachers in the department usually provide material via Edmodo classrooms they have set up for the class. Please encourage them to work through tasks. Also please encourage them to catch up on missed homework via SMHW.- Discussing history topics that occur in the news.- Visiting historical sites in local area or when on holiday For example: Visiting the Museum of London, Cabinet War Rooms, Imperial War Museum, Yad Vashem if in Israel would all berelevant.

Who can I contact? Subject Leader for HistoryDeputy Subject Leader for History

Mrs AshcroftMs Toth

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Teachers of Year 7 History

History Support

Mrs FoxMr BarringerMr ButlerMr SaundersMs WolfsonMs Borgul

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IvritCurriculum Content Assessment


Food – Revision of food items. Healthy and non-healthy foods. Opinions of food. Learn past tense. Food types (different origins). Authentic menus from Israel. Give advice using infinitives. Describing ‘My Diet’ using frequency/opinion phrases.

- Skills: Reading/ writing/listening

Topic 2 (November - December)

Health – Parts of the body. Visiting the doctor. Going to the pharmacy. Research: Magen David Adom (MADAH) / Yad Sarah

/ Laniado Hospital. Israeli medical emergency aid in disaster areas. Volunteering programmes. Give advice about health using infinitives.

- Skills: reading/ writing

Topic 3 (January - February)

Work & money – Professions. Expanding adjectives to describe different jobs. Day and time of work. Talking about money. Shopping. Money – currencies. Ideal job – best job in the world. Job adverts. Job interviews.

- Skills: Writing/speaking

Topic 4(March - April)

Media & entertainment – Talking about films. Talking about Israeli music. Advantages and disadvantages of technology. Technology in Israel – Israel’s innovations.

- Skill: Speaking/reading

Topic 5(May - June)

Israel Compare life in Israel and in England (Cultural

differences). Map of Israel-detailed Israel geography Famous sites in Israel. Staying in a hotel. Transport – getting around. Israeli foods. Israeli charities – raising money. Israel’s technological expertise.

- Skills Assessment; project based

End of yeartopics:July

All topics included in end of year test Food. Health. Work & money. Media & entertainment. Israel.

- Skills: Listening &writing

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Show My Homework: Students will be set the following tasks on SMH for each topic in Ivrit.

- Create a Mr. Greedy poster – Write sentences / give advice about healthy & unhealthy food

- Prepare a conversation between a doctor and a patient- Write a short text explaining your ideal job in the future (giving

reasons)

Challenge:- Write an article in a magazine on how to lead a healthy lifestyle- Create different job adverts in Ivrit


- Class exercise book.- Full pencil case – Blue/black pen, green pen, pencil, ruler, ruler, colour

pencils.Useful websites: - QuizletParents/Guardians can help their child by

- Work out a weekly vocabulary revision timetable- Encourage students to make flashcards to revise vocabulary- Ensure that students use useful website/s

Who can I contact? Subject Leader for Ivrit Mrs MaurerTeachers of Year 9 Ivrit Mrs Epstein Mrs

Colover Miss Ashuri Miss Hadar

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Ivrit (Yesh Va’Yesh)Curriculum Content Assessment


Multiculturalism – Discuss multiculturalism. Revision of numbers and countries. Read about families who have made Aliyah

from different countries and their stories (past and present).

Introduce students to authentic video clips about Aliyah.

Researching the birth of Modern Hebrew and Ben Yehuda.

Discover word families and roots in Ivrit.

- Skills: Reading

Topic 2 (November - December)

Visiting Israel – Jerusalem (part 1) Expressing opinions. Identifying future tense patterns. Understanding a range of tenses. Asking & answering questions about

Jerusalem.

- Skills: Speaking

Topic 3(January - February)

Visiting Israel – (part 2) Talk about an upcoming trip to Israel. Describe a past visit to Israel. Understand and give directions. Visiting the doctor.

- Skills: Reading &Listening

Topic 4(March - April)

The Druze community – Learn about the Druze community in

Israel. Give personal response to a text.

- Skill: Writing

Topic 5(May - June)

Future plans – Identifying patterns in future tense. Talking about future careers. Understanding authentic texts.

- Skills Assessment

End of year topics:July

All topics included in end of year test Multiculturalism. Jerusalem. Visiting Israel (part 2). Future plans.

- Skills: Listening & writing

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Show My Homework: Students will be set the following tasks on SMH for each topic in Ivrit.

- Is your family multicultural? – answer in Ivrit using sentence starters

- Write an interview with a new immigrant- Letter to a PE teacher about healthy/unhealthy lifestyle


- Class exercise book.- Full pencil case – Blue/black pen, green pen, pencil, ruler,

ruler, colour pencils.Useful websites: - Quizlet, Yesh Va’Yesh, Pa’alulan.Parents/Guardians can help their child by:

- Work out a weekly vocabulary revision timetable- Encourage students to make flashcards to revise vocabulary- Ensure that students use useful website/s

Who can I contact? Subject Leader for Ivrit Mrs MaurerTeachers of Year 9 Ivrit Mrs Epstein

Miss AshuriMrs Shor ElchanMiss Obadia (KS3 Coordinator)Mrs Eilon

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Jewish StudiesCurriculum Content Homework

Tanach

Students study key events in Sefer Bamidbar and Devarim (Torah) and then key events in Sefer Shmuel (Neviim)

Introduction to sefer Bamidbar – the role of the mishkan

Miriam and lashon Hara The 12 spies and the 9th of Av Korach and conflict Mei Meriva – the hitting of the

rock Kiddush and Chilul Hashem Cities of refuge The death of Moshe Sefer Shmuel- Chana’s prayer Sefer Shmuel – king Saul and

Amalek Sefer Shmuel – David and

Goliath

Chofetz Chaim Fact Sheet

Korach essay

Hitting the rock essay

Moshe obituary

King Saul essay

Talmud

Students study the mitzvah of honouring parents from Talmud Kiddushin.

parental obligations; brit mila, Pidyon Haben, marriage

the exemption of women from time-bound mitzvot.

Laws of how to honour parents

Women’s role in Judaism letter

Guide to Pidyon HaBen

Jewish history

Students study the time period of the founding of the modern state of Israel, to the modern day Middle East conflict including the Holocaust.

The Dreyfus affair The Balfour Declaration Freedom Fighters The Holocaust The birth of the modern state of

Israel Six day war and Yom Kippur war Terrorism and the peace process

Balfour Declaration poster

Righteous Gentile research

Israel sessions pre ATOI Israel sessions pre ATOI

Show My Homework: Students will be set all the above homework tasks on show my homework


Tanach text bookJewish history text bookTalmud text bookStudents will have 1 exercise book for all disciplinesAll books must be brought to every lesson

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Useful websites: - aish.com - chabad.org - www.g-dcast.com - www.jewishvirtuallibrary.org- www.myjewishlearning.com


Jewish Studies exercise books – Please look at students’ exercise books; All homework should be completed on paper and glued in with the corresponding standardised sheet after the homework has been marked. After students have read the feedback, they must show they understand what they could do to improve by rewriting their work in the space provided in green pen. Please encourage students to read the teacher targets carefully and double check they have acted on it in the next homework/assessment.

When students are absent- It is the student’s responsibility to catch up on work missed check if any work has been set on show my homework.

Who can I contact? Deputy Head: Jewish Life & Learning

Head of Faculty for Jewish Education

Deputy Subject Leader

Mr D. Marcus

Mr S Rinkoff

Mrs A Keene/ Mrs C Kahn

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Jewish Studies Iyun ProgrammeEach of the four disciplines is taught in rotation, topic by topic and relate to the overarching theme of personal responsibility

Curriculum Content Homework

Chumash Chet Hameraglim - Lashon Hara essay.- Poster on Balfour

- D’var Torah.- Kiddush Hashem leaflet.- Mei Merivah essay.

The sin of the spies. Link to the sin of Miriam. Laws of Lashon Hara. Understanding the sin of the spies. Trust in God. Consequences of the sin of the spices.Mei Merivah

Moshe striking the rock. The previous striking the rock. Understanding Moshe’s sin. Kiddush Hashem.

Gemara Nezek and Adam Hamazik

6 types of damage. The differences between each type. When a person is responsible for damage. Modern day dilemmas. Study of various commentariesand sources to find a resolution.

- Nezikin dominoes.- Nezikin essay.

Shor Hamazikand sources to find a resolution.Borrowing without permission

Dispute about how this is viewed. Modern day dilemmas. Study of various commentaries to find a resolution.Downloading

Examining various forms of downloading. Understanding the law in this country. Study of various commentaries and sources that relate to downloading. Modern day dilemmas. Using sources to find a resolution.

Research Commentary Jewish History Presentation

Borrowing dilemmas.

Research a Righteous Gentile

Borrowing dilemmas. Research a Righteous

Gentile

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Klali 10 Commandments

Understanding the significance and importance of the 10 commandments.

Examining several of the 10 commandments in detail using commentaries.

Modern day applications.

D’var Torah. 10 Commandments task

Show My Homework: Students will be set all the above homework tasks on show my homework


Iyun booklet and blue exercise book

Jewish History booklet

Jewish Studies Folder

All books must be brought to every lessonUseful websites: - aish.com

- chabad.org - www.g-dcast.com - www.jewishvirtuallibrary.org - www.myjewishlearning.com -


Jewish Studies exercise books – Please look at students’ exercise books; All homework should be completed on paper and glued inwith the corresponding standardised sheet after the homework has been marked. After students have read the feedback, they must show they understand what they could do to improve by rewriting their work in the space provided. Please encourage students to read the teacher targets carefully and double check they have acted on it in the next homework/assessment.When students are absent- It is the student’s responsibility to check if any work has been set on show my homework.

Who can I contact? Deputy Head: Jewish Life & LearningSubject Leader for Jewish StudiesDeputy Subject Leader

Mr D Marcus

Mr S RinkoffMrs C Kahn

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Mathematics

Curriculum Content Assessment Points

Topics Autumn 1 Groups 1-2a Basic number Fractions

Groups 3-3a Basic number

Assessment 1: Week commencing 26th Nov

Assessment 2: Week commencing 18th March

End of Year Test: Thursday 30th May

Topics Autumn 2 Groups 1-2a Ratio and Proportion Number Sequences Angles

Groups 3-3a Percentages Approximation Expressions and formulae Linear equations

Topics Spring 1 Groups 1-2a

Statistical Diagrams and Averages Algebraic Manipulation Linear Equations Length, Area and Volume

Groups 3-3a Number properties Decimals and Fractions Ratio and Proportion

TextbooksTopics Spring 2 Groups 1-2a

Length, Area and Volume ctd Powers Standard Form

Groups 3-3a Linear Equations Angles

Collins GCSE Maths 4th Edition Higher and Foundation student books (available on Amazon to purchase for home)

ISBN (Higher):978-0007597345

ISBN (Foundation):978-0007597437

Topics Summer 1 Groups 1-2a Transformations Exploring and Applying Probability

Groups 3-3a Linear graphs Perimeter and Area

Topics Summer 2 Groups 1-2a Linear graphs Pythagoras ATOI project Similarity

Groups 3-3a Measures and scales Charts, tables and Averages ATOI project

Show My Homework: 3 pieces of homework will be set per week (30 minutes each).This could be a range of activities: book work, online homework, learning, revising, and research tasks.

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Equipment and BooksStudents need:

- Class exercise book- Relevant textbook

- Full pencil case – Blue/black pen, green pen, pencil,ruler, ruler, colour pencils, scientific calculator.

Challenge and access sheet – all lesson resources including access, challenge and enrichment resources

- Intermediate Maths Challenge: Thursday 7th February 2019

- Problem solving resources www.nrich.maths.org/frontpage

Useful websites -www.mymaths.co.uk -www.corbettmaths.com/5-a-day/gcse -www.mrcartermaths.com -www.mathswatchvle.com

Parents/Guardians can help their child by

-Maths exercise books – Please look at students’ Maths books to see how they are doing in their class work

-Marking done in red pen will be valuable feedback from their class teacher. Students will complete a short class ‘quiz’ in their lessons after each topic which will be marked by their teacher. Using feedback, an opportunity to correct their work and reflect on how well they did will be given after each quiz.

-Other class work will be marked by students in green pen.

Who can I contact? Faculty Leader for MathematicsKS4 Leader for Mathematics

Ms Chhantbar Mrs Mistry

Teachers of Year 9 Mathematics

Mathematics Support

Ms SolomonMr AhmedMr BookatzMr LewandowskiMiss NostranMiss DesaiMiss FernandesMr OnyumaMiss BaskaralingamMs PotchMrs LeasencoMiss Grishina

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MusicCurriculum Content Assessment

Topic 1 Blues music Learn about and identify the stylistic

features of Blues music. Learn to perform the Primary Triads. Learn to perform the 12 bar Blues chord

sequence. Learn and perform “Jackass Blues”.

- Individual keyboard assessment (performance).

Topic 2 Song writing Learn about the stylistic features of

popular song. Perform an existing pop song as part of a

group. Compose your own song either

individually, in pairs or in groups.

- Compose your own song individually or in groups.

Topic 3 Club Dance music Learn about the stylistic features of Club

Dance music. Compose your own Club Dance piece using

Cubase.

- Compose your own Club Dance piece using Cubase.

Extra-curricular Activities There are lots of fun and interesting music clubs on offer at JFS. You don’t have to play an instrument to join them, just ask Mrs Bellinger (Subject Leader for Music) or your music teacher for any advice. All music activities run at lunchtime and include:

- JFS Singers- JFS Orchestra- Jazz Guitar Group- Steel Pans- African Drumming- Vocal Club- Tech Club- Guitarkestra- Klezmer Band- Ukulele Club

Show My Homework: Most Music homework will be set on “Show my homework”. Pleaseensure that you have downloaded the app and/or have a log-in.


- Music work pack (given to you by your teacher)- Pencil case- Own instrument (some lessons only)

Useful websites: - https://www.musictheory.net/ - http://www.musictechteacher.com/index.htm

Parents/Guardians can helptheir child by:

- Assisting with HW.- Helping students with practice!

Who can I contact? Subject Leader for MusicDeputy Subject Leader for Music

Mrs BellingerMs Padda

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Physical Education

Curriculum Content AssessmentInvasion Games A single specific invasion game is selected

and advanced skills taught as part of competitive games. Roles are developed and students developspecialisms.

Formative, lesson-by-lesson, assessment followed by an end of unit competition.

Net/Wall Games A single specific net/wall game is selected with advanced skills taught as part of competitive games. Umpiring isstudied.


Fitness Students learn to develop differing components of skill and health related fitness. Students will tests these components in recognised fitness tests and start to learn about aerobic andanaerobic exercise/target zones.

Written tasks in lessons as well as a final assessment involving planning a brief training regime. Performance in fitness lessons will also beconsidered.

Dance Female students begin to observe and analyse professional works and identify characteristics they can use in their own work. Advanced feedback and collaborative choreography is developed. Male students do not studyDance in Y9.

Formative, lesson-by-lesson, assessment followed by an end of unit final performance.

Gymnastics / Trampoline

Gymnastics lessons move from the floor to apparatus including pommel, bars, beam and horse. Routines are created using advanced skills and apparatus.

Trampolining lessons move beyond intermediate twists to somersaults and advanced twists.

Formative, lesson-by-lesson, assessment followed by an end of unit final performance.

Athletics Students choose event specialisms to develop advanced techniques forcompetition.

Formative, lesson-by-lesson, assessment judging alldisciplines of Athletic events.

Strike/Field One specific strike/field event is chosen to develop advanced batting, pitching/bowling and fielding skills in competitive games. Students begin toumpire and score matches.


Following the Pesach holidays, all students who have chosen GCSE PE or Dance for Year 10 will begin the practical section of the course. This ensures all students receive two summer terms while studying these courses, allowing moretime to study summer sports and the opportunity to begin the courses early.

Extra-curricular Activities A wide range of extra-curricular clubs complement the PE curriculum throughout the year. Clubs take place at lunch times and are well attended. Students have the opportunity to represent the school in borough, county and national competitions.

Show My Homework: Students will No specific homework will be set for PE lessons but students may be

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be set the following taskson SMHW for each topic.

asked to perform research or complete tasks in their own time.These tasks will appear on SMHW.


PE Kit suitable for all weathers – polo shirt, shorts, blue socks, white socks, trainers, rugby top or fleece, waterproof jacket. Football boots and mouth guards may be required at certain times in the year. Students will be informed of when/if they will requirethem.

Useful websites: BBC Bitesize (www.bbc.co.uk/education)

Who can I contact? Subject Leader for PEHead of Arts Faculty

Mr BartramMiss Quarrell

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ScienceCurriculum Content

Term 1 A – Health and the Skeleton. D – Chemical Reactions. G – Forces and Motion.

There will be tests after each topic. All tests will be carefully worked through following the controlled conditions in class by teachers so that students have a clear understanding of the explicit requirements for each test.

Term 2 C – Genetics. E – Acids and Alkalis. H – Fluids.

Term 3 B – Photosynthesis. F – Energetics. I – Solids.

End of Year Test

Mock Y9 April. On all Y7, 8, 9 topics completed except 9B,

9F & 9I. This is a practice test and is peer

assessed.

End of Y9 Exam –May.

Extra-Curricular - Y9 Science Club.- Y7-11 Science Homework Support Club.- March Science Week Y7-13.

Assessment There will be tests after each topic. All tests will be carefully gonethrough in class by teachers.

Show My Homework: Students will be set the following tasks onSMH for each topic in Science

Initial topic research, essays, designated questions, self-directed questions, projects, vocab and meaning quiz revision, examquestions, spellings revision.


- Exercise Book & Text Book & sturdy wallet- Full pencil case – Blue/black pen, green pen, pencil, ruler, ruler, colour

pencils, working calculator.- USB stick

Useful websites: - BBC bite size for KS3.Parents/Guardians can help their child by:

- Ensuring they learn their keyword definitions- Reading through and discussing the pre-test and post- test sheets- Asking their child what their strengths and weaknesses are.- Lesson resources for review and when students are away ill - All class

and homework resources are saved on the student central resource library that can be checked at home. Please encourage them to finish complete all lesson tasks if they have been away. Also please use Show My Homework to catch up on homework that has been set.

- Discussing Science topics that occur in the news.

Who can I contact? Head of Science:KS3 Coordinator:KS4 Coordinator:Head of Biology:Head of ChemistryHead of Physics:Chief Technician:

Mr R DawMrs MehtaMr A DaveyMr C BrighamMr L Whitehead HeadDr A HolmesMrs G Golding

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SpanishCurriculum Content Assessment


Los medios de comunicación (Module 1) Mi ordenador

Talking about what you use computers for Practising the present tense.

La televisiónTalking about television programmes. Giving opinions using adjectives.

Las peliculasComparing films.Using the near future tense.

La músicaTalking about different types of music. Practising the preterite.

Fui al cineDescribing what a film is about.Using the present tense and preterite together.


Topic 2 (November – December))

El instituto (Module 2) Un día en el instituto

Describing your school.

Asking and answering questions.

Qué vas a estudiar?Talking about school subject options. Using a mí, a ti, etc., for emphasis.

Los profesoresGiving opinions about teachers. Using superlatives.

Se debe…Talking about school rules. Using se debe and se puede.

Después del instiTalking about after-school clubs.

Using three tenses together.


- End of unit 1 and 2 assessments:

- Reading.- Translation.- Speaking.

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Topic 3 (January- Mid February)

La salud (Module 3)

Me dueleLearning the parts of the body. Using me duele and me duelen.En la farmacíaDescribing symptoms.Using tener and estar correctly.

Tienes una dieta sanaTalking about healthy and unhealthy food. Using direct object pronouns.

La vida sanaTalking about healthy living.Using para to make more complex sentences.

Mis pecadosTalking about lifestyle changes. Using three tenses together.

Vocabulary tests scores out of 10.

Topic 4(Mid February- April)

Ganarse la vida (Module 4)

Mi dineroTalking about earning and spending money. Using third-person verb forms.

Que te gustaría hacer?Talking about what you would like to do. Using me gustaría.

En qué trabajas?Talking about jobs.Using masculine and feminine job titles.

Me gustan los idiomasTalking about using languages at work. Using three tenses together.

Ganaré la loteríaTalking about winning the lottery. Using the future tense.


- End of unit 3 and 4 assessments:

- Listening.- Writing.- Translation.

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Topic 5(May- June)

Hispanoamérica (Module 5)El mundo hispano

Learning more about Spanish-speaking countries.Creating a poster about a Spanish-speaking country.

Mi vida diaria Describing working conditions. Using reflexive verbs.

El medio ambienteTalking about environmental problems. Using the conditional of deber.

Los famososTalking about famous people.Using the preterite in the ‘he/she’ form.

El comercio justo Talking about fair trade. Using three tenses together.


- End of Year assessments for Modules 1, 2, 3, 4 and 5: :

- Writing.- Translation.- Reading.- Speaking.

Topic 6(Mid June -July)

Mi casa es tu casa (Module 6)

Te presento a mis padres Visiting a Spanish family. Learning about a region of Spain.

Mi casa Asking permission. Using modal verbs.

En la estación Buying train tickets. Using usted.

Una excursión a BilbaoLearning about Bilbao. Using three tenses together.

Un abrazo desde BilbaoWriting a letter.Forming complex sentences.


- No assessments after end of year exams. End of year ‘writing homework’ project should be redrafted for display.

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Show My Homework: Students will be set a variety of tasks on SMH for each topic in Spanish:

- Regular revision of vocabulary on www.memrise.com (Pupils create their own account and accrue points)

- Regular vocabulary tests.- Written accounts.- Translations.- Reading comprehension.- Grammar exercises and revision of grammar.


- Class exercise book.- Text book.- Spanish dictionary (pocket-size is fine) is compulsory- Full pencil case – Blue/black pen, green pen, pencil, ruler,

rubber, coloured pencils, glue.Useful websites: - www.memrise.com

- www.languagesonline.org.uk - www.duolingo.com - www.quizlet.com - www.bbc.co.uk/languages


- Work out a weekly vocabulary revision timetable.- Supervision of regular revision on www.memrise.com.- Encourage students to make flashcards to revise vocabulary.- Ensure that students use useful websites.- Check that students have read and responded to teacher

feedback.Who can I contact? Subject Leader for MFL Mr D Sonenfeld

contents page - jfs.brent.sch.uk€¦ · web viewencourage them to read back through their...

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